More Reading Strategies

Reading Strategies for Areas not addressed on the Reading MAP Test

Reading Fluency

1. Provide models of fluent reading.
2. Engage students in repeated oral reading of text. Some examples are—1) Frequent and regular opportunities to read passages aloud several times. 2) Allowing students to practice reading aloud by themselves first to avoid the embarrassment that can occur when reading unfamiliar texts aloud.
3. Engage students in guided oral reading (e.g. choral reading).
4. Engage students in partner reading.

Motivation

1. Set clear goals and expectations for performance. (Why is the reading selection being assigned? What are students expected to do with the information?)
2. Guide students to focus on their own improvement, rather than competing with others.
3. Provide variety and choice in reading materials.
4. Provide opportunities for students to interact through reading.
5. Choose exciting texts within content areas for students to read.
6. Use text sets (Tovani 44-49) to give reluctant readers a choice of interesting and accessible text. Text sets contain a wide variety of written texts that vary in length, difficulty, and text structure. They give students several options for obtaining information and provide opportunities for students to practice reading strategies and learn content information.

Diverse Learners

1. Present text, ideas, and strategies in different ways.
2. Break down literacy and content instruction into smaller chunks than you typically might.
3. Provide extended talk time.
4. Talk with students individually, asking them questions about what they are learning and encouraging them to explain and clarify their thoughts with you.

References:
National Institute for Literacy. What Content-Area Teachers Should Know About Adolescent Literacy. 2006.
Tovani, Cris. Do I Really Have to Teach Reading? Content Comprehension, Grades 6-12, Maine: Stenhouse Publishers, 2004.
Washington’s Reading K-10 Grade Level Expectations